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Persepolis – Marjane Satrapi

IBDP English

Sample Questions. At the end of this chapter, you will be able to answer the following questions:

  1. “Literary works often explore the conflict between the individual and society.” Discuss with reference to at least two works you have studied.
  2. “Writers use storytelling to shape our understanding of history.” To what extent do you agree? Compare at least two texts.
  3. “A character’s loss of innocence is central to their development.” Explore this idea in at least two works.
  4. “How do different texts use narrative structure to convey meaning?” Discuss with reference to at least two works.

Let’s have a look at Persepolis. This is only to recapitulate:

Summary

Persepolis is a powerful autobiographical graphic novel by Marjane Satrapi that chronicles her childhood in Iran before, during, and after the Islamic Revolution, as well as her later years in Europe, where she struggles to reconcile her identity as an Iranian woman in a Westernized society. Through its unique combination of stark black-and-white illustrations and deeply personal storytelling, the memoir offers a compelling and emotionally resonant exploration of history, politics, and personal growth.

The novel begins with Marjane as a young girl growing up in Tehran in the late 1970s, surrounded by a politically active and progressive family that values freedom, education, and justice. As a naturally curious and intelligent child, she is eager to understand the complexities of the world around her, often engaging in deep discussions with her parents and challenging conventional narratives. She deeply admires her father, who educates her about Iran’s tumultuous history, including its colonial past, the rule of the Shah, and the revolutionary movements that seek to bring about change. Unlike many Iranian households at the time, hers encourages open discussion and political awareness, which significantly shapes her early views on justice and resistance.

Her mother, a strong-willed woman who has actively protested against the Shah’s oppressive rule, instills in Marjane a sense of independence and resilience, despite the dangers of speaking out in a country where political dissent is often met with severe consequences. She serves as a role model, showing Marjane that women, too, have a place in the fight for freedom. As a child, Marjane develops a unique and imaginative perspective on the world, believing that she is destined to become a prophet who will bring justice and equality to those who suffer. She frequently speaks to God in her dreams, seeing herself as a divine figure who will right the wrongs of her society, demonstrating both her innocence and her deep sense of moral responsibility.

However, her idealistic worldview is shaken when the Islamic Revolution erupts, toppling the monarchy and promising a more just and equal society, though the reality that follows is far from what many Iranians had hoped for. Initially, Marjane and her family feel hopeful about the change, believing that the fall of the Shah will bring greater freedoms and social progress. This optimism quickly fades as the new Islamic Republic establishes a theocratic government that enforces strict religious laws, including the mandatory wearing of the veil for women and severe punishments for those who resist. Marjane, who has always been outspoken, immediately finds herself at odds with the new restrictions imposed upon her daily life.

She struggles with the imposition of the veil, viewing it as a symbol of oppression rather than religious devotion, and feels frustrated by the hypocrisy of a regime that claims to uphold morality while simultaneously executing political prisoners. Her early sense of justice clashes with the government’s authoritarian rule, pushing her toward rebellion. Marjane is profoundly influenced by the stories of her family’s involvement in politics, particularly those of her uncle Anoosh, a former revolutionary who fought against the Shah’s rule and was imprisoned for his beliefs. To Marjane, Anoosh represents the true spirit of resistance, embodying the courage and sacrifice required to fight for a better future.

Their close bond deepens as he shares stories of his past, painting a vivid picture of the struggle for democracy and freedom that so many Iranians have fought and died for. However, her admiration for him is cut short when he is arrested once again by the new regime, which views all former revolutionaries as potential threats to its power. Anoosh’s execution devastates Marjane, marking her first true encounter with political injustice and personal loss, as she realizes that even those who fight for what is right are not guaranteed survival. His death also causes her to question her faith, as she angrily rejects God, feeling betrayed that such a righteous man could be taken from her so cruelly.

Meanwhile, Iran is plunged into war with Iraq, exacerbating the already dire situation and further restricting the freedoms of its citizens, who must now endure both domestic oppression and external threats. The war brings destruction, food shortages, and constant fear, making everyday life in Tehran increasingly unbearable. Despite the bleak conditions, Marjane and her friends find ways to resist the oppressive rules, secretly listening to Western music, wearing punk-inspired clothing, and expressing their defiance in whatever small ways they can. These acts of rebellion provide them with a sense of agency, even as they risk severe punishment if caught.

Her mother warns her repeatedly to be careful, fearing that Marjane’s rebellious nature will put her in danger, but Marjane refuses to conform, unable to accept the idea of living a life dictated by fear. She believes that staying silent in the face of oppression is just as bad as supporting it, which fuels her continued defiance. One of her boldest acts of rebellion occurs when she buys an Iron Maiden cassette tape on the black market, a symbol of her refusal to fully submit to the government’s attempts to erase Western culture from Iran. However, her defiance nearly leads to her arrest when she is stopped by the Guardians of the Revolution, forcing her to lie and manipulate the situation to escape punishment.

As bombings become more frequent, Marjane’s family is forced to live in constant fear, retreating to their basement for safety while sirens wail outside, signaling another imminent attack. The destruction caused by the war becomes an ever-present reality, forcing them to confront the fragility of life on a daily basis. The war claims the lives of many Iranians, including Marjane’s childhood friend Neda, who is killed when her home is bombed, leaving Marjane horrified at the sight of her friend’s remains buried beneath the rubble. This moment shatters any remaining innocence she had, solidifying her belief that her country is no longer a safe place for her.

Recognizing that Iran can no longer offer their daughter a future, Marjane’s parents make the heart-wrenching decision to send her to Austria, where she can continue her education in a safer environment. Although this decision is made out of love, it is an incredibly painful one, as it means separating from their only child without knowing if they will ever see her again. Marjane herself is torn between gratitude and despair, knowing that leaving Iran is both a privilege and a necessity, yet struggling to accept that she may never truly belong anywhere. She is forced to say goodbye to her homeland, her family, and the only life she has ever known, stepping into an uncertain future.

In Austria, she is faced with an entirely new set of challenges, as she quickly realizes that being Iranian in the West comes with its own prejudices and misconceptions. She struggles to fit in among her European classmates, who see her as an exotic outsider and have little understanding of the suffering she has endured. Although she initially tries to embrace her newfound freedom, experimenting with relationships, parties, and Western culture, she finds that it does not bring her the happiness or belonging she had hoped for. Instead, she feels increasingly alienated, caught between two worlds that do not fully accept her.

Her struggles intensify as she moves from one social group to another, never truly feeling like she belongs, and she begins to feel a deep sense of loneliness. Despite her attempts to assimilate, she finds that her Iranian identity is something that others either fetishize or reject outright. As her personal relationships fail and she becomes more disillusioned with Western culture, she spirals into depression, ultimately ending up homeless and questioning whether she has any reason to continue living. It is in this darkest moment that she realizes she must find strength within herself rather than seeking validation from others.

With newfound determination, she decides to return to Iran, believing that she can rebuild her life in the country she once called home, even though she is uncertain of what awaits her there. However, upon arrival, she is met with a harsh reality—both she and Iran have changed, and reintegration is far more difficult than she imagined.

Themes

In IBDP English A Paper 2, themes serve as a central framework for literary analysis and comparison. Since this paper requires students to compare two works from their syllabus, identifying key themes helps structure responses and provide deeper insights into how authors shape meaning.

  1. Repression

    The Theme of Repression

    • Mandatory Veiling – Women are forced to wear the veil, restricting their freedom of expression.
    • Gender Segregation in Schools – Boys and girls are separated, reinforcing strict societal roles.
    • Censorship of Western Culture – Music, clothing, and books deemed “Western” are banned.
    • Government Surveillance – The regime monitors citizens, creating fear and paranoia.
    • Execution of Political Dissidents – Marjane’s uncle Anoosh is executed for his political beliefs.
    • Suppression of Protests – Demonstrators are violently attacked by government forces.
    • Forced Mourning Ceremonies – Schools require students to mourn war casualties daily.
    • Control Over Education – Schools teach propaganda, limiting independent thought.
    • Restrictions on Women’s Rights – Women are denied basic freedoms and treated as second-class citizens.
    • Harassment by the Guardians of the Revolution – Morality police punish people for minor infractions.
    • Forced Confessions – Prisoners are tortured into admitting false crimes.
    • Manipulation of Religion – The government uses Islam to justify oppression.
    • War Propaganda – Young boys are given plastic keys to “paradise” before being sent to war.
    • Banning of Social Gatherings – Parties and celebrations are outlawed.
    • Economic Repression – The war leads to poverty and scarcity of essential goods.
    • Control Over Women’s Appearance – Marjane is punished for wearing sneakers and a denim jacket.
    • Fear of Arrest – Citizens live in constant fear of being detained for minor offenses.
    • Suppression of Free Speech – Speaking against the government leads to imprisonment or execution.
    • Forced Exile – Marjane’s parents send her abroad to escape repression.
    • Psychological Oppression – Citizens internalize fear, altering their behavior to avoid punishment.
  2. Religion

    The Theme of Religion

    • Marjane’s early devotion to religion—she wants to be a prophet.
    • Her nightly conversations with God, who comforts her.
    • The Islamic Revolution enforces strict religious laws.
    • Mandatory veiling for women.
    • Schools separate boys and girls based on religious principles.
    • Bilingual schools are banned as symbols of Western influence.
    • The government uses religion to justify executions.
    • Young boys are given plastic keys to “paradise” before being sent to war.
    • Marjane’s mother is harassed for not wearing a veil.
    • The Guardians of the Revolution enforce religious dress codes.
    • Marjane’s father explains how religion is used for political control.
    • The war is framed as a religious duty, encouraging martyrdom.
    • Marjane’s uncle Anoosh is executed despite his political beliefs.
    • Religious leaders manipulate faith to justify oppression.
    • Marjane’s family secretly drinks alcohol, defying religious laws.
    • The government punishes women for minor infractions.
    • Marjane’s loss of faith after Anoosh’s execution—she tells God to leave.
    • Religious propaganda in schools teaches children to glorify war.
    • The regime bans Western music and clothing as “un-Islamic.”
    • Marjane struggles with the conflict between personal faith and enforced religion.
  3. Modernity

    The theme of Modernity

    • Marjane’s family embraces Western culture.
    • Her parents listen to Western music.
    • They drink alcohol despite religious restrictions.
    • Marjane’s mother protests against the government.
    • Her father explains the importance of democracy.
    • Marjane’s parents send her abroad for a better future.
    • She wears sneakers and a denim jacket, defying dress codes.
    • Her family secretly hosts parties.
    • Marjane reads Western literature.
    • She questions religious authority.
    • Her parents discuss politics openly.
    • She smokes a cigarette as an act of rebellion.
    • Her family values education and free thought.
    • They criticize the government’s propaganda.
    • Marjane’s grandmother reminisces about a more progressive Iran.
    • She befriends people with modern views.
    • Her parents encourage her independence.
    • She struggles with identity in a foreign country.
    • The contrast between fundamentalists and modernists is visually depicted.
    • Marjane ultimately embraces modernity over religious dogma.
  4. Nationalism

    Nationalism

    • Marjane’s early admiration for revolutionaries.
    • Her belief that Iran should be ruled by Iranians.
    • The national anthem making her emotional.
    • Her father explaining Iran’s history and foreign interference.
    • The glorification of Iranian martyrs in schools.
    • Posters of fallen soldiers displayed in public spaces.
    • The government’s use of nationalism to justify war.
    • Marjane’s pride in her country despite its struggles.
    • The contrast between her father’s skepticism and her youthful patriotism.
    • The regime’s propaganda encouraging citizens to fight for Iran.
    • The celebration of war victories as national triumphs.
    • The banning of Western influences to preserve Iranian identity.
    • The portrayal of foreign powers as enemies of Iran.
    • The government’s insistence on ideological purity.
    • The use of nationalism to suppress dissent.
    • The forced participation in national mourning ceremonies.
    • The expectation that citizens sacrifice for their country.
    • The glorification of war heroes in textbooks.
    • The emotional conflict Marjane feels about her homeland.
    • The realization that nationalism can be manipulated for oppression.
  5. Heroism

    Heroism in Persepolis

    • Marjane’s admiration for her uncle Anoosh.
    • Her disappointment that her father is not a hero.
    • The celebration of political prisoners as heroes.
    • The glorification of those who fought against the Shah.
    • The belief that dying for Iran is heroic.
    • The portrayal of war veterans as national icons.
    • The government’s manipulation of heroism to recruit soldiers.
    • Marjane’s desire to be part of the revolutionary struggle.
    • The contrast between real suffering and romanticized heroism.
    • The execution of Anoosh, turning him into a tragic hero.
    • The realization that heroism often leads to death.
    • The government’s use of heroism to justify war.
    • The expectation that young boys become heroes in battle.
    • The propaganda encouraging citizens to embrace sacrifice.
    • The emotional toll of heroism on families.
    • The disillusionment Marjane experiences about heroism.
    • The contrast between her childhood beliefs and adult understanding.
    • The portrayal of resistance fighters as noble figures.
    • The government’s suppression of those who challenge its definition of heroism.
    • The ultimate rejection of blind hero worship.
  6. Martyrdom

    Martyrdom in Persepolis

    • The glorification of martyrs in schools.
    • The government’s use of martyrdom to recruit soldiers.
    • The plastic keys given to young boys, promising entry to paradise.
    • The expectation that dying for Iran is honorable.
    • The portrayal of fallen soldiers as saints.
    • The forced mourning ceremonies for martyrs.
    • The emotional manipulation of families who lost loved ones.
    • The contrast between real suffering and glorified martyrdom.
    • The execution of political dissidents as martyrs.
    • The government’s insistence that martyrdom strengthens society.
    • The slogans promoting martyrdom as a noble act.
    • The pressure on citizens to embrace sacrifice.
    • The portrayal of war casualties as necessary losses.
    • The emotional toll of martyrdom on families.
    • The realization that martyrdom is often forced.
    • The government’s suppression of those who question martyrdom.
    • The expectation that citizens accept death as part of patriotism.
    • The manipulation of religious beliefs to justify martyrdom.
    • The contrast between Marjane’s childhood beliefs and adult understanding.
    • The ultimate rejection of blind martyr worship.
  7. Violence

    Violence in Persepolis

    • The burning of the Rex Cinema, killing hundreds.
    • The execution of political prisoners under the Shah.
    • The Islamic Revolution leading to mass executions.
    • Marjane’s grandfather being tortured in prison.
    • The Iran-Iraq War causing widespread destruction.
    • Bombings in Tehran, forcing families to flee.
    • The Guardians of the Revolution beating women for improper veiling.
    • Marjane’s mother being threatened with assault.
    • The government using torture to extract confessions.
    • Young boys being sent to war with plastic keys to “paradise.”
    • The execution of Marjane’s uncle Anoosh.
    • The violent suppression of protests.
    • The forced separation of families due to war.
    • The emotional violence of propaganda in schools.
    • The killing of dissidents who oppose the regime.
    • The fear of arrest for minor infractions.
    • The psychological violence of living under constant surveillance.
    • The destruction of Marjane’s friend’s home in a bombing.
    • The brutal treatment of prisoners in Iranian jails.
    • The normalization of violence in everyday life.
  8. Forgiveness

    Forgiveness in Persepolis

    • Marjane’s mother teaching her to forgive Ramin, whose father was a torturer.
    • Marjane initially believing in the power of forgiveness.
    • Her grandmother advising her to let go of anger.
    • The contrast between personal forgiveness and political justice.
    • Marjane forgiving her parents for sending her away.
    • Her struggle to forgive herself for leaving Iran.
    • The realization that forgiveness does not erase suffering.
    • The tension between forgiving oppressors and holding them accountable.
    • The government demanding forgiveness for its actions.
    • The forced reconciliation between victims and perpetrators.
    • Marjane forgiving her friend for betraying her.
    • The emotional burden of forgiving those who caused harm.
    • The idea that forgiveness can be dangerous when used blindly.
    • The contrast between religious forgiveness and political revenge.
    • Marjane forgiving herself for past mistakes.
    • The difficulty of forgiving those who justify violence.
    • The expectation that citizens forgive the government’s actions.
    • The struggle between justice and mercy.
    • The realization that some wounds cannot be healed by forgiveness.
    • The ultimate rejection of forced forgiveness.
  9. Justice

    Justice in Persepolis

    • Marjane’s mother insisting that justice exists.
    • The execution of the Shah’s officials as “justice.”
    • The government’s manipulation of justice to justify oppression.
    • The lack of fair trials for political prisoners.
    • The execution of Anoosh as an example of injustice.
    • The forced confessions extracted through torture.
    • The contrast between legal justice and moral justice.
    • The government’s claim that war is a form of justice.
    • The expectation that citizens accept injustice as fate.
    • The suppression of protests demanding justice.
    • The emotional toll of seeking justice in an oppressive system.
    • The realization that justice is often unattainable.
    • The government’s use of religion to justify its actions.
    • The contrast between revolutionary justice and personal justice.
    • The punishment of women for minor infractions.
    • The forced exile of dissidents.
    • The expectation that victims forgive rather than seek justice.
    • The struggle between revenge and true justice.
    • The realization that justice is often dictated by those in power.
    • The ultimate rejection of blind faith in justice.
  10. Children and Childhood

    Children in Persepolis

    • Marjane’s early belief that she is destined to be a prophet.
    • Her nightly conversations with God, showing childlike innocence.
    • Her misunderstanding of the veil’s significance.
    • Playing war games with friends, mimicking real violence.
    • Her admiration for revolutionaries without fully grasping politics.
    • The government’s attempt to indoctrinate children in schools.
    • Her father explaining history to her in simplified terms.
    • Her shock upon learning about torture and executions.
    • The emotional impact of her friend’s death in a bombing.
    • The contrast between childhood innocence and war brutality.
    • Her rebellious act of smoking a cigarette as a sign of maturity.
    • The forced mourning ceremonies in schools.
    • The government’s use of children as soldiers.
    • Her naive belief in the righteousness of war.
    • Her parents shielding her from harsh realities.
    • Her confusion about political ideologies.
    • The loss of childhood friends due to war.
    • Her struggle to reconcile faith with reality.
    • The emotional toll of growing up in an oppressive society.
    • Her eventual realization that childhood is fleeting.
  11. War

    War in Persepolis

    • The Iran-Iraq War breaking out, changing daily life.
    • Bombings in Tehran forcing families to flee.
    • The destruction of Marjane’s friend’s home.
    • The government’s propaganda encouraging martyrdom.
    • Young boys being sent to war with plastic keys to “paradise.”
    • The emotional toll of war on families.
    • The rationing of food and essential goods.
    • The fear of air raids disrupting daily life.
    • The loss of loved ones in battle.
    • The glorification of war heroes in schools.
    • The suppression of dissent in the name of war.
    • The forced participation in national mourning ceremonies.
    • The psychological impact of war on children.
    • The contrast between war propaganda and reality.
    • The government’s manipulation of nationalism to justify war.
    • The expectation that citizens sacrifice for Iran.
    • The portrayal of war casualties as necessary losses.
    • The realization that war benefits those in power.
    • The emotional burden of living in a war zone.
    • The ultimate rejection of blind patriotism.
  12. Growing Up

    Growing Up in Persepolis

    • Marjane’s realization that the world is not black and white.
    • Her loss of faith after Anoosh’s execution.
    • Her struggle with identity in a foreign country.
    • Her rebellion against societal norms.
    • Her first experience with love and heartbreak.
    • Her growing awareness of political oppression.
    • Her decision to leave Iran for a better future.
    • Her parents encouraging her independence.
    • Her realization that heroism is often tragic.
    • Her struggle to balance tradition and modernity.
    • Her exposure to Western culture abroad.
    • Her understanding of the complexities of justice.
    • Her rejection of blind nationalism.
    • Her emotional growth through hardship.
    • Her realization that childhood innocence fades.
    • Her acceptance of personal responsibility.
    • Her struggle with cultural displacement.
    • Her eventual embrace of self-expression.
    • Her understanding of the cost of freedom.
    • Her final departure from Iran, marking adulthood.

Contexts

Historical Context

  • The overthrow of the Shah in the 1979 Iranian Revolution.
  • The rise of Ayatollah Khomeini and the establishment of the Islamic Republic.
  • The Iran-Iraq War (1980–1988) and its devastating impact on civilians.
  • The mandatory veiling of women after the revolution.
  • The banning of Western influences, including music and fashion.
  • The execution of political dissidents under the new regime.
  • The use of propaganda in schools to glorify martyrdom.
  • The economic struggles caused by war and sanctions.
  • The forced exile of intellectuals and artists.
  • The censorship of literature and media.
  • The rise of religious fundamentalism in governance.
  • The impact of war on daily life, including bombings.
  • The loss of personal freedoms under the Islamic Republic.
  • The indoctrination of children into revolutionary ideals.
  • The persecution of minorities under the new regime.
  • The role of foreign powers in Iran’s political instability.
  • The mass protests leading up to the revolution.
  • The use of torture by both the Shah and the Islamic Republic.
  • The shift from monarchy to theocratic rule.
  • The struggles of Iranian expatriates adjusting to life abroad.

Political Context

  • The Shah’s authoritarian rule before the revolution.
  • The Islamic Republic’s strict laws governing daily life.
  • The use of religion as a political tool.
  • The execution of political prisoners, including Marjane’s uncle Anoosh.
  • The government’s control over education.
  • The forced participation in national mourning ceremonies.
  • The banning of protests against the regime.
  • The indoctrination of youth through propaganda.
  • The role of the Guardians of the Revolution in enforcing laws.
  • The government’s manipulation of nationalism.
  • The use of war to justify oppression.
  • The fear of surveillance and informants.
  • The suppression of free speech.
  • The forced exile of dissidents.
  • The government’s control over women’s rights.
  • The economic struggles caused by political instability.
  • The contrast between personal beliefs and state ideology.
  • The impact of political decisions on families.
  • The use of martyrdom to maintain control.
  • The struggle between resistance and survival.

Social and Cultural Context

  • The mandatory veiling of women.
  • The segregation of schools by gender.
  • The banning of Western music and fashion.
  • The role of family in resisting oppression.
  • The impact of war on daily life.
  • The loss of childhood innocence due to political turmoil.
  • The struggles of women under strict laws.
  • The importance of storytelling in preserving history.
  • The contrast between modern and traditional values.
  • The role of class divisions in shaping opportunities.
  • The fear of government surveillance.
  • The use of satire to critique society.
  • The impact of exile on identity.
  • The struggles of Iranian expatriates.
  • The importance of education in resisting oppression.
  • The role of religion in shaping social norms.
  • The contrast between public and private life.
  • The use of humor to cope with hardship.
  • The impact of war on relationships.
  • The struggle between tradition and modernity.

Literary Context

  • The graphic novel format making complex themes accessible.
  • The autobiographical nature of the story.
  • The use of black-and-white illustrations to convey emotion.
  • The satirical tone critiquing political oppression.
  • The blend of personal and historical narratives.
  • The use of symbolism, such as the veil.
  • The contrast between childhood innocence and harsh realities.
  • The visual representation of war and violence.
  • The use of humor to highlight absurdity.
  • The depiction of exile as a literary theme.
  • The exploration of identity through storytelling.
  • The use of simple yet powerful imagery.
  • The contrast between personal freedom and societal control.
  • The portrayal of women’s struggles through visual storytelling.
  • The impact of censorship on literature.
  • The use of historical events to frame personal experiences.
  • The exploration of trauma through art.
  • The role of memory in shaping narrative.
  • The critique of nationalism through satire.
  • The ultimate rejection of blind hero worship

Essay – Format

Introduction

Your introduction should:

  1. Introduce the two texts (mention the full title and author).
  2. Provide context (briefly outline the texts’ themes and relevance).
  3. State your thesis (your main argument in response to the question).
  4. Outline the comparative approach (how your essay will be structured).

“Both Marjane Satrapi’s Persepolis and George Orwell’s 1984 explore the oppressive nature of authoritarian regimes and their impact on individual identity. While Satrapi’s graphic memoir presents personal resistance through visual storytelling, Orwell’s dystopian novel highlights the systematic erasure of personal agency. This essay argues that both texts reveal how oppressive regimes manipulate culture, control personal relationships, and suppress independent thought to maintain power, ultimately illustrating the psychological and social consequences of totalitarian rule.”

Body Paragraphs

Each paragraph should follow a comparative structure rather than discussing one text entirely before moving to the other. Use the Point-by-Point Method for a smoother analysis.

Body Paragraph Format

  • Topic Sentence: Clearly states the main point of comparison.
  • Evidence from Text 1: Provide quotes or examples.
  • Analysis: Explain how the technique conveys meaning.
  • Link to Text 2: Compare/contrast with the second text.
  • Analysis: Further explanation of differences or similarities.
  • Mini-conclusion: Summarize the comparison and link back to the thesis.

Both Persepolis and 1984 illustrate how authoritarian regimes manipulate culture and historical narratives to maintain power. The Islamic regime in Iran rewrites history, banning Western influences and enforcing a single, government-approved narrative. For example, Satrapi depicts how textbooks were altered to glorify the regime, forcing students to repeat propaganda in school. This censorship prevents independent thinking, creating a generation conditioned to accept authoritarian control. The graphic novel’s use of black-and-white imagery reinforces the stark contrast between reality and manipulated history. Similarly, Orwell’s 1984 introduces the concept of doublethink and newspeak, where history is continuously rewritten to serve the Party’s interests. The phrase “Oceania has always been at war with Eastasia” exemplifies the state’s ability to manipulate memory. Orwell’s portrayal of thought control through language manipulation mirrors the forced ideological conformity in Persepolis. While Satrapi uses visual irony, Orwell employs linguistic control to demonstrate how regimes distort reality.
Both texts reveal that controlling culture and rewriting history are essential tools of authoritarian rule, ensuring citizens remain obedient and unquestioning.

Conclusion

  • Restate your thesis (in different words).
  • Summarize key comparative points made in your essay.
  • Offer insight (why this comparison matters or its broader significance).

“Both Persepolis and 1984 expose the devastating impact of authoritarian regimes on individual identity, relationships, and historical truth. Through stark visual contrasts and personal memoir, Satrapi critiques the erasure of cultural freedom in Iran, while Orwell’s dystopian vision highlights the extreme consequences of totalitarian control. Although the forms of oppression differ—one relying on ideological conformity, the other on physical and psychological coercion—both texts ultimately warn against the dangers of unchecked political power. This comparison emphasizes the universality of oppression, reminding us of the need for resistance in the face of injustice.”

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